new jersey department of educationaleks 1 and 3 support intervention/ technology integration 100-600...

NEW JERSEY DEPARTMENT OF EDUCATION

OFFICE OF TITLE I

2015-2016 TITLE I SCHOOLWIDE PLAN* Perth Amboy High School

*This plan is only for Title I schoolwide programs that are not identified as a Priority or Focus Schools.

SCHOOLWIDE SUMMARY INFORMATION - ESEA§1114

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Principal’s Certification The following certification must be made by the principal of the school. Please Note: A signed Principal’s Certification must be scanned and included as part of the submission of the Schoolwide Plan. I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of the Schoolwide Plan. As an active member of the planning committee, I provided input for the school’s Comprehensive Needs Assessment and the selection of priority problems. I concur with the information presented herein, including the identification of programs and activities that are funded by Title I, Part A.

Dr. Nestor Collazo Nestor Collazp 7/8/15 __________________________________________ ____________________________________________ ________________________ Principal’s Name (Print) Principal’s Signature Date

DISTRICT INFORMATION SCHOOL INFORMATION

District: PERTH AMBOY PUBLIC SCHOOL School: PERTH AMBOY HIGH SCHOOL

Chief School Administrator: DR. DAVID ROMAN Address: 300 EAGLE AVENUE

Chief School Administrator’s E-mail: [email protected] Grade Levels: 9-12

Title I Contact: PAMELA SPINDEL Principal: NESTOR COLLAZO

Title I Contact E-mail: [email protected] Principal’s E-mail: [email protected]

Title I Contact Phone Number: 732-376-6200 30-250 Principal’s Phone Number: 732-376-6030 EXT. 23-401

mailto:[email protected]




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Critical Overview Elements

The School held _____5_____________ (number) of stakeholder engagement meetings.

State/local funds to support the school were $ 30,839,811 , which comprised 98.30 % of the school’s budget in 2014-2015.

State/local funds to support the school will be $ 31,092,064 , which will comprise 98.34 % of the school’s budget in 2015-2016.

Title I funded programs/interventions/strategies/activities in 2015-2016 include the following:

Item Related to Priority

Problem # Related to

Reform Strategy Budget Line

Item (s) Approximate

Cost Kean University: STEM Summer Program

1,3 and 4 Extended School Year/Thematic Academies

100-300 100-500 100-800 200-500

35,200

ALEKS 1 and 3 Support Intervention/ Technology Integration

100-600 200-600

18,750

EAI Education and the TI software Program

3 Support Intervention/ Technology Integration

100-600 100-800

6,000

Supplemental Supplies ( SAT and Accuplacer)

1, 2 and 3 Test Preparation 100-600 5,000

PSAT Early Participation Program 1, 2 and 3 Test Preparation 100-600 6,500


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Parental Involvement 4 Parental Workshops

200-800 7,000

PLATO/Edmentum Adaptive Intervention Solution

1 and 2 Reading Intervention

100-600 54, 400

IXL Software Program 1, 2 and 3 Support Intervention/ Technology Integration

100-600 7,000

Project Adelante 1,2 and 3 Extended School Year

100-300 200-500

50,000

SCHOOLWIDE COMPONENT: STAKEHOLDER ENGAGEMENT ESEA §1114(b)(2)(B)(ii)

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ESEA §1114(b)(2)(B)(ii): “The comprehensive plan shall be . . . - developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school;”

Stakeholder/Schoolwide Committee

Select committee members to develop the Schoolwide Plan. Note: For purposes of continuity, some representatives from this Comprehensive Needs Assessment stakeholder committee should be included in the stakeholder/schoolwide planning committee. Identify the stakeholders who participated in the Comprehensive Needs Assessment and/or development of the plan. Signatures should be kept on file in the school office. Print a copy of this page to obtain signatures. Please Note: A scanned copy of the Stakeholder Engagement form, with all appropriate signatures, must be included as part of the submission of the Schoolwide Plan. *Add lines as necessary.

Name Stakeholder Group

Participated in Comprehensive

Needs Assessment

Participated in Plan

Development

Participated in Program Evaluation

Signature

Dr. Nestor Collazo School Staff-Administrator

X X X

Mala Maharana School Staff- Admin. Math

X

X

X

Nancy Samaha Admin. Special Services X

X

X

Jere Karnilaw School Staff- Guidance Counselor

X

X

X

Aminda Ramos School Staff- Data Coach X X X

Mary McAdam School Staff- Administrator

X

X

X

Thomas Smith School Staff- Supervisor X

X

X

Sylvia Leon School Staff- Administrator

X

X

X


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Daniel Kushner School Staff- Administrator Science

X

X

X

Anna Tzanos School Staff- Literacy Coach

X X X

Carol Blumhof School Staff- Math Coach

X

X

X

Dr. Wachera Brown School Staff- Administrator

X

X

X

Meghan Reeves School Staff- Administrator

X

X

X

Gregory Cavanaugh School Staff- Department Chairperson ( Math )

X X X

Vanessa Martyniuk School Staff- Department Chairperson ( English )

X

X

X

Pamela Spindel Director of Special Funded Programs

X X X

Jasmin Minaya Special Specialist X X X

Regina Acevedo Supervisor of ESL and Bilingual

X X X


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Stakeholder/Schoolwide Committee Meetings Purpose: The Stakeholder/Schoolwide Committee organizes and oversees the Comprehensive Needs Assessment process; leads the development of the schoolwide plan; and conducts or oversees the program’s annual evaluation. Stakeholder/Schoolwide Committee meetings should be held at least quarterly throughout the school year. List below the dates of the meetings during which the Stakeholder/Schoolwide Committee discussed the Comprehensive Needs Assessment, Schoolwide Plan development, and the Program Evaluation. Agenda and minutes of these meetings must be kept on file in the school and, upon request, provided to the NJDOE.

Date Location Topic Agenda on File Minutes on File

October 18, 2014 High School Conference Room

Comprehensive Needs Assessment

Yes No Yes No

December 6, 2014 High School Conference Room

Schoolwide Plan Development

X X

March 2, 2015 High School Cafeteria Schoolwide Plan Mentor-Mentee Program

X X

April 13, 2015 High School Conference School Wide Plan

Development

X X

June 1,2015 High School Conference Room

Program Evaluation X X

*Add rows as necessary.


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School’s Mission

A collective vision that reflects the intents and purposes of schoolwide programs will capture the school’s response to some or all of these important questions:

What is our intended purpose?

What are our expectations for students?

What are the responsibilities of the adults who work in the school?

How important are collaborations and partnerships?

How are we committed to continuous improvement?

What is the school’s mission statement?

Perth Amboy High School acknowledges it is a diverse community that shares in the responsibility of preparing each student for his/her life’s goals. The high school establishes a learning environment that provides sufficient background to students so they can successfully enter post-secondary education, vocational, and technological trades, the military and/or business community. The high school fosters the importance of equality among students, staff, and the community in the learning process. Therefore, through philosophy, the high school ensures that the students are prepared with the skills needed for the 21st century.

SCHOOLWIDE COMPONENT: EVALUATION ESEA §1114(b)(2)(B)(iii)

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24 CFR § 200.26(c): Core Elements of a Schoolwide Program (Evaluation). A school operating a schoolwide program must—(1) Annually evaluate the implementation of, and results achieved by, the schoolwide program, using data from the State's annual assessments and other indicators of academic achievement; (2) Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, particularly for those students who had been furthest from achieving the standards; and (3) Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.

Evaluation of 2014-2015 Schoolwide Program * (For schools approved to operate a schoolwide program in 2014-2015, or earlier)

1. Did the school implement the program as planned?

After conducting an evaluation analysis of our school-wide program, many of our strategies, initiatives, and professional development to increase student achievement and family and community involvement were implemented as planned. Throughout the school year we used data from NJASK, Star Assessments for Reading and Mathematics, ALEKS, Quarterly Exams and HSPA to assess our programs. The results of our state assessment will also assist us in the continuation of the evaluation of our programs.

2. What were the strengths of the implementation process?

Apparent Strengths:

● Clearly defined goals: One of the administrative goals was to develop the attributes of a high quality SGOs and assessment as evidenced by data showing a median score of 2.65 or higher attained in their individual summative by May 2015. We provided one on one professional development to each teacher on all campuses. The administrative team checked the progress, provided feedback, monitored and analyzed the data. As a result of this collaboration the admin team used the gap analysis techniques in mathematics and language arts to set the baseline for 2015-16 school year and showed a median growth of 3.03.

● Comprehensive program that focused on direct student services, professional development for faculty, extended day support for students and partnerships with Colleges and Universities. All the stakeholders worked together as a team to acquire partnerships with Cisco and Project Lead the Way for the STEM Academy. Currently the STEM Academy is involved in many ventures such as developing dual program agreements with Devry University, Kean University and Middlesex County College. Through numerous meetings and staff surveys we identified the need for good professional development for the staff to empower the students. As a result, 37.1% of the tenured staff identified “Engaging students in learning” and “Using Questions and Discussion


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Techniques” as their top choice for professional development whereas 44.9% of the non-tenured staff identified a need of “Using Questions and Discussion Techniques” as their topic of improvement

3. What implementation challenges and barriers did the school encounter?

The student population at the High School has been distributed throughout four (4) different buildings. This situation has always presented a challenge as it relates to monitoring of programs. In addition, data has shown that students are entering ninth grade below grade level. Other attributes that effect the implementation of our program are poor attendance, reduced parental involvement in comparison to the elementary schools and a large population of multilingual student s whose parents have difficulty reinforcing schoolwork at the home.

4. What were the apparent strengths and weaknesses of each step during the program(s) implementation?

During the 2014-2015 implementation process, many strengths and weaknesses were noted in the following programs: Kean STEM Program, NJIT Summer Program, Middlesex County College Algebra Program, PSAT Early Participation Program, SAT Preparation Program and ALEKS. These programs helped our students in terms of increased English and Mathematics scores, better attendance and increased services. Other apparent strengths during the implementation of each program were that there were clearly defined completion goals, comprehensive programs that focused on direct student services, professional development for faculty, extended day support for students, partnerships with colleges and universities, reform strategies that were able to withstand empirical analysis and student and teacher programs that were supported by faculty, staff, parents and the community. One apparent weakness was collecting, graphing, interpreting and presenting data to stakeholders in a timely fashion. Another significant weakness was that though there was better attendance, there was still an issue with full attendance participation.

5. How did the school obtain the necessary buy-in from all stakeholders to implement the programs?

Numerous meetings were held to explain the programs to all stakeholders including faculty, staff, board members and members of

the community and surveys were sent out as well. For example the principal of the school district presented 9 presentations

throughout the district on the subject of the restructuring plan for the high school and the 9th grade academy. The STEM Academy

made 7 presentations at all campuses explaining the need of getting ready for science and technology related careers after

graduating from the High School. Most of the events were well attended by all stakeholders. We had 75 parents attend the STEM

presentations. The parent conference nights were also used to propagate the initiated programs. For example in the Main Campus


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itself, 42 parents / guardians attended the March 2015 Conferences, 67 parents / guardians attended the May 2015 Conferences

and 461 parents / guardians attended the December 2015 Conferences where they were asked to sign up for the new “Infinity

Campus” parent portal. This portal is used as a medium to connect with the parents to monitor the progress of their children,

sharing updates regarding the school itself.

6. What were the perceptions of the staff? What tool(s) did the school use to measure the staff’s perceptions?

Once staff was informed, everyone was eager and determined to implement our school-wide programs and activities. Staff began to host peer visitations and welcome their grade level colleagues during instructional rounds which helped to transform their perceptions. Teachers participated in a district wide mentoring program which reinforced teacher’s successes. When staff became aware of the benefits and the positive impact on student learning and achievement, they were optimistic, determined, and eager to implement these new strategies and techniques. Evaluations were given after each professional development to survey teachers’ perception of the sessions provided.

7. What were the perceptions of the community? What tool(s) did the school use to measure the community’s perceptions?

Correspondence is constantly sent out in both English and Spanish to communicate with our school community. Parents are encouraged to attend monthly PTO meetings, family events, and quarterly parent-teacher conferences to keep abreast of what is happening in our school. In addition, parents have embraced Infinite Campus where they are able to view and monitor their child’s academic progress. Furthermore to bridge the gap between home and school, parents and staff were able to utilize the technology program such ALEKs and IXL. This sustains a positive perception.

8. What were the methods of delivery for each program (i.e. one-on-one, group session, etc.)?

Intervention for ALEKS was delivered during instructional time in the regular classroom during small group instruction based on the students’ individual needs. It is an adaptive learning and assessment tool that classroom teachers use to differentiate within the classroom and to target the needs of their learners. Intervention for PSAT Preparation was held every Saturday during the school year for 10th grade students utilizing small group instruction in the Learning Center. It is an assessment tool to gauge college and career readiness.


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Intervention for SAT Preparation was held for all 11th and 12th grade students afterschool utilizing small group instruction in the Learning Center. It is an assessment tool to gauge college and career readiness. Intervention for the Project Adelante was held during the a five week summer session and every Saturday during the school year for all students to help reduce the high school dropout rate, increase academic skills and encourage the pursue higher education. Intervention for the Kean STEM program was held during the summer at Kean University for those students who are interested in pursuing STEM careers. This enrichment program targets math and science and gives the students the opportunity to tour the college campus and to potentially receive college credits. Intervention for the NJIT Program was held during the summer at NJIT for those students who are interested in science, technology, engineering and mathematics. This enrichment program was designed to enhance academic achievement, problem solving and critical thinking skills, and encourage students to pursue careers in scientific and technological fields.

9. How did the school structure the interventions?

Interventions were structured based on students’ needs, interest, data assessment and other resources available. Some of the students received intervention/enrichment during the summer programs. Most of the students received interventions during the school day, afterschool or on Saturday in small group settings in their regular classrooms or in the Learning Center.

10. How frequently did students receive instructional interventions?

Students received daily interventions in the classroom for Mathematics and Language Arts as well as academic support services in the Learning Center. For the Kean STEM Summer Program students attend classes at both PAHS as well as the college campus for four weeks. The NJIT Summer Programs is held at the NJIT campus for four weeks during the summer.


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11. What technologies did the school use to support the program?

We have used the following technologies: Computer, Student Response Systems, Smart Board, Internet, Electronic Libraries, and

Student Scanning Systems.


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12. Did the technology contribute to the success of the program and, if so, how?

Yes, students were able to learn skills required for successful academic performance in their core coursework. For example, teachers were able to monitor students’ learning during instruction of mathematics and science using student response systems. The mathematics Department uses the ALEKS which is a complex educational software based on Knowledge Space Theory. This software is capable of efficiently and accurately assessing knowledge in various disciplines, ranging from mathematics and the natural sciences to selected topics in business and the social sciences

ALEKS course

Number of

students Average hours

spent in ALEKS Beginning Knowledge

(student avg) Ending Knowledge (student avg)

Percentage Points Gained

Algebra Readiness 521 15.7 hours

27% 55% 28

Pre-Algebra 13 4.6 hours

24% 33% 9

Algebra 1A 2 6.8 hours

55% 66% 11

Algebra 1 49 8.5 hours

35% 43% 8

High School Geometry

1 1.3 hours

54% 56% 2

PreCalculus 1 7.3 hours

23% 50% 27

*Provide a separate response for each question.


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Evaluation of 2014-2015 Student Performance

State Assessments-Partially Proficient

Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in English Language Arts and Mathematics, and the interventions the students received.

English Language Arts

2013-2014

2014-2015

Interventions Provided Describe why the interventions did or did not result in

proficiency (Be specific for each intervention).

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 11 23 N/A

Project Adelante Learning Center SAT Preparation STAR Reading 90 min Block in English

These interventions provided immediate feedback to inform teachers the skills students were lacking to meet grade level standards and expectations. Furthermore, it provided students’ independent reading level to be able to instruct appropriately. This was sufficient data to be able to target the deficiencies and provide intervention to the students and remediate instruction within the classroom. Teachers were able to collaborate to discuss the data and monitor student progress. Small group instruction and tutoring/supplemental instruction by tutors increased student proficiency.

Grade 12 80 N/A


These interventions provided immediate feedback to inform teachers the skills students were lacking to meet grade level standards and expectations. Furthermore, it provided students’ independent reading level to be able to instruct appropriately. This was sufficient data to be able to target the deficiencies and provide intervention to the students and remediate instruction within the classroom.


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Teachers were able to collaborate to discuss the data and monitor student progress. Small group instruction and tutoring/supplemental instruction by tutors increased student proficiency.

Mathematics 2013-2014

2014-2015



Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 11 27 N/A

ALEKS ASHA Learning Center Double Block in Mathematics

These interventions provided immediate feedback to inform teachers the skills students were lacking to meet grade level standards and expectations. This was sufficient data to be able to target the deficiencies and provide intervention to the students and remediate instruction within the classroom. Teachers were able to collaborate to discuss the data and monitor student progress. Small group instruction and tutoring/supplemental instruction by tutors increased student proficiency.

Grade 12 90 N/A

ALEKS ASHA Learning Center 90 min Block in Mathematics



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Evaluation of 2014-2015 Student Performance Non-Tested Grades – Alternative Assessments (Below Level)

Provide the number of students at each non-tested grade level listed below who performed below level on a standardized and/or developmentally appropriate assessment, and the interventions the students received. -STAR ASSESMENT

English Language Arts

2013 -2014

2014 -2015



Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

Grade 9 998 798



Grade 10 344 406




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-QUARTERLY EXAMS ALGREBRA

Mathematics 2013 -2014

2014 -2015

Interventions Provided Describe why the interventions provided did or did not result in proficiency (Be specific for each intervention).

Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

Grade 9 566 N/A



Grade 10 51 N/A




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Evaluation of 2014-2015 Interventions and Strategies

Interventions to Increase Student Achievement – Implemented in 2014-2015

1 Content

2 Group

3 Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness

6 Measurable Outcomes

(Outcomes must be quantifiable)

ELA Students with Disabilities

Direct academic support

Learning Center

Yes

State Assessments

Quarterly Assessments

Formative and Summative Assessments

Unit Test

STAR Assessments

Advanced proficiency for ELA increased from 5% to 7%

Students with Disabilities: Participating in the Alternate Proficiency Assessment during the 2014-2015 School Year: Students tested in the subject area of language arts at the eleventh grade level were found to be partially proficient (100%).

Math Students with Disabilities


Learning Center

ALEKS

Yes

State Assessments



Unit Test

STAR Assessments


Students with Disabilities: Participating in the Alternate Proficiency Assessment during the 2014-2015 School Year: Students tested in the subject area of language arts at the eleventh grade level were found to be partially proficient (100%). Students entered 9th grade, Algebra I course with some math readiness. According to Aleks Intervention Program for the 14-15 school year, in class #1 students achieved 66% mastery in Algebra readiness. I class #2 students achieved 47% mastery in Algebra readiness. There is a direct correlation to the amount of hours spent on Aleks to the percent of mastery.


20

1 Content

2 Group

3 Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



ELA Homeless Direct academic support

Learning Center

Yes

State Assessments



Unit Test

STAR Assessments


Math Homeless Direct academic support/Learning Center

ALEKS

Yes

State Assessments



Unit Test

STAR Assessments

Students entered 9th grade, Algebra I course with some math readiness. According to Aleks Intervention Program for the 14-15 school year, in class #1 students achieved 66% mastery in Algebra readiness. I class #2 students achieved 47% mastery in Algebra readiness. There is a direct correlation to the amount of hours spent on Aleks to the percent of mastery.

ELA Migrant Direct academic support

Learning Center

Yes

State Assessments



Unit Test

STAR Assessments


In the 14-15 school year, the English as a Second Language curricula was dated. In addition, dated textbooks and workbooks were being utilized. Students were placed in combined language levels, which according to research is not advisable. According to The WIDA Standards Framework and its Theoretical Foundations,


21

1 Content

2 Group

3 Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



2014, “Within a learner’s zone of proximal development (Vygotsky, 1978), language is acquired and mediated in interaction with opportunities for meaningful practice, e.g. comprehensible input and output (Long, 1996; Mackey, 1999). Learners’ evolving language proficiency is captured by the notion of interlanguage; as learners build on prior knowledge (schema) they acquire more complex features of language which they refine over time (Smith & Kellerman, 1989; Huebner, 1983).” In the 14-15 school year, research-based Cengage/National Geographic Learning EDGE Reading Series was adopted. Students were placed in ESL classes according to language proficiency. An additional ESL teacher was hired and class size reduced. There is no data to correlate the finding from school year 13-14 to 14-15.

Math Migrant Direct academic support/Learning Center

ALEKS

Yes

State Assessments



Unit Test

STAR Assessments


In the 14-15 school year, the English as a Second Language curricula was dated. In addition, dated textbooks and workbooks were being utilized. Students were placed in combined language levels, which according to


22

1 Content

2 Group

3 Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



research is not advisable. According to The WIDA Standards Framework and its Theoretical Foundations,


ELA ELLs Direct academic support

Yes

State Assessments



In the 14-15 school year, the English as a


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1 Content

2 Group

3 Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



Learning Center Formative and Summative Assessments

Unit Test

STAR Assessments

Second Language curricula was dated. In addition, dated textbooks and workbooks were being utilized. Students were placed in combined language levels, which according to research is not advisable. According to The WIDA Standards Framework and its Theoretical Foundations,



24

1 Content

2 Group

3 Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



Math ELLs Direct academic support/Learning Center

ALEKS

Yes

State Assessments



Unit Test

STAR Assessments


In the 13-14 school year, the English as a Second Language curricula was dated. In addition, dated textbooks and workbooks were being utilized. Students were placed in combined language levels, which according to research is not advisable. According to The WIDA Standards

Framework and its Theoretical Foundations,

2014, “Within a learner’s zone of proximal development (Vygotsky, 1978), language is acquired and mediated in interaction with opportunities for meaningful practice, e.g. comprehensible input and output (Long, 1996; Mackey, 1999). Learners’ evolving language proficiency is captured by the notion of interlanguage; as learners build on prior knowledge (schema) they acquire more complex features of language which they refine over time (Smith & Kellerman, 1989; Huebner, 1983).” In the 14-15 school year, research-based Cengage/National Geographic Learning EDGE Reading Series was adopted. Students were placed in ESL classes according to language proficiency. An additional ESL teacher was


25

1 Content

2 Group

3 Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



hired and class size reduced. There is no data to correlate the finding from school year 13-14 to 14-15.

ELA Economically Disadvantaged


Learning Center

Yes

State Assessments



Unit Test

STAR Assessments


Math Economically Disadvantaged

Direct academic support/Learning Center

ALEKS

Yes

State Assessments



Unit Test

STAR Assessments

Students entered 9th grade, Algebra I course with some math readiness. According to Aleks Intervention Program for the 14-15 school year, in class #1 students achieved 66% mastery in Algebra readiness. I class #2 students achieved 47% mastery in Algebra readiness. There is a direct correlation to the amount of hours spent on Aleks to the percent of mastery

Extended Day/Year Interventions – Implemented in 2014-2015 to Address Academic Deficiencies

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness





YES State Assessments



Students with Disabilities: Participating in the


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1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



Learning Center


Unit Test

STAR Assessments

Alternate Proficiency Assessment during the 2014-2015 School Year: Students tested in the subject area of language arts at the eleventh grade level were found to be partially proficient (100%).

Pre- and post test data indicates no regression in knowledge high school students participating in the ESY Program



Learning Center

Kean STEM Program

NJIT Summer Program




Unit Test

STAR Assessments


Students with Disabilities: Participating in the Alternate Proficiency Assessment during the 2014-2015 School Year: Students tested in the subject area of language arts at the eleventh grade level were found to be partially proficient (100%).

ELA Homeless Direct academic support

Learning Center




Unit Test

STAR Assessments



Math Homeless Direct academic support/Learning Center



Formative and Summative

Students entered 9th grade, Algebra I course with some math readiness. According to Aleks Intervention Program for the 14-15


27

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



ALEKS

Kean STEM Program

NJIT Summer Program

Assessments

Unit Test

STAR Assessments

school year, in class #1 students achieved 66% mastery in Algebra readiness. I class #2 students achieved 47% mastery in Algebra readiness. There is a direct correlation to the amount of hours spent on Aleks to the percent of mastery

ELA Migrant Direct academic support

Learning Center




Unit Test

STAR Assessments



2014, “Within a learner’s zone of proximal development (Vygotsky, 1978), language is acquired and mediated in interaction with opportunities for meaningful practice, e.g. comprehensible input and output (Long, 1996; Mackey, 1999). Learners’ evolving language proficiency is captured by the notion of interlanguage; as learners build on prior knowledge (schema) they acquire more complex features of language which they refine over time (Smith & Kellerman, 1989; Huebner, 1983).”


28

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



In the 14-15 school year, research-based Cengage/National Geographic Learning EDGE Reading Series was adopted. Students were placed in ESL classes according to language proficiency. An additional ESL teacher was hired and class size reduced. There is no data to correlate the finding from school year 13-14 to 14-15.

Math Migrant Direct academic support/Learning Center

ALEKS

Kean STEM Program

NJIT Summer Program




Unit Test

STAR Assessments



2014, “Within a learner’s zone of proximal development (Vygotsky, 1978), language is acquired and mediated in interaction with opportunities for meaningful practice, e.g. comprehensible input and output (Long, 1996; Mackey, 1999). Learners’ evolving language proficiency is captured by the notion of interlanguage; as learners build on prior knowledge


29

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



(schema) they acquire more complex features of language which they refine over time (Smith & Kellerman, 1989; Huebner, 1983).” In the 14-15 school year, research-based Cengage/National Geographic Learning EDGE Reading Series was adopted. Students were placed in ESL classes according to language proficiency. An additional ESL teacher was hired and class size reduced. There is no data to correlate the finding from school year 13-14 to 14-15.

ELA ELLs Direct academic support

Learning Center




Unit Test

STAR Assessments



2014, “Within a learner’s zone of proximal development (Vygotsky, 1978), language is acquired and mediated in interaction with opportunities for meaningful practice, e.g. comprehensible input and


30

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



output (Long, 1996; Mackey, 1999). Learners’ evolving language proficiency is captured by the notion of interlanguage; as learners build on prior knowledge (schema) they acquire more complex features of language which they refine over time (Smith & Kellerman, 1989; Huebner, 1983).” In the 14-15 school year, research-based Cengage/National Geographic Learning EDGE Reading Series was adopted. Students were placed in ESL classes according to language proficiency. An additional ESL teacher was hired and class size reduced. There is no data to correlate the finding from school year 13-14 to 14-15.

Math ELLs Direct academic support/Learning Center

ALEKS

Kean STEM Program

NJIT Summer Program




Unit Test

STAR Assessments



2014, “Within a learner’s zone of proximal


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1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



development (Vygotsky, 1978), language is acquired and mediated in interaction with opportunities for meaningful practice, e.g. comprehensible input and output (Long, 1996; Mackey, 1999). Learners’ evolving language proficiency is captured by the notion of interlanguage; as learners build on prior knowledge (schema) they acquire more complex features of language which they refine over time (Smith & Kellerman, 1989; Huebner, 1983).” In the 14-15 school year, research-based Cengage/National Geographic Learning EDGE Reading Series was adopted. Students were placed in ESL classes according to language proficiency. An additional ESL teacher was hired and class size reduced. There is no data to correlate the finding from school year 13-14 to 14-15.



Learning Center




Unit Test

STAR Assessments




32

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness




Direct academic support/Learning Center

ALEKS

Kean STEM Program

NJIT Summer Program




Unit Test

STAR Assessments

Students entered 9th grade, Algebra I course with some math readiness. According to Aleks Intervention Program for the 14-15 school year, in class #1 students achieved 66% mastery in Algebra readiness. I class #2 students achieved 47% mastery in Algebra readiness. There is a direct correlation to the amount of hours spent on Aleks to the percent of mastery


33

Evaluation of 2014-2015 Interventions and Strategies

Professional Development – Implemented in 2014-2015

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness




CPI Training

Teachscape/Danielson

PARCC Training

Instructional Rounds

PLC’s

PMI

PSI

Performance Matters

Infinite Campus

SGO’s

GCN

Yes Certifications

Evaluations

Summatives

Surveys

Attendance/Sign In Sheets

Software Reports

Logs

PARCC results

Quarterly Assessment Scores

Summative Evaluation for each teacher

Progress Reports

Report Cards

Performance Matters Results


CPI Training


PARCC Training


PLC’s

PMI

PSI

Performance Matters

Infinite Campus

SGO’s

GCN

Yes Certifications

Evaluations

Summatives

Surveys


Software Reports

Logs

PARCC results



Progress Reports

Report Cards


ELA Homeless Teachscape/Danielson Yes Certifications PARCC results


34

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



PARCC Training


PLC’s

PMI

McKinney Vento Act Training

PSI

Performance Matters

Infinite Campus

SGO’s

GNC

Evaluations

Summatives

Surveys


Software Reports

Logs



Progress Reports

Report Cards


Math Homeless Teachscape/Danielson

PARCC Training


PLC’s

PMI

McKinney Vento Act Training

PSI

Performance Matters

Infinite Campus

SGO’s

GNC

Yes Certifications

Evaluations

Summatives

Surveys


Software Reports

Logs

PARCC results



Progress Reports

Report Cards


ELA Migrant CPI Training


PARCC Training

Yes Certifications

Evaluations

Summatives

PARCC results




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1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness




PLC’s

PMI

PSI

Performance Matters

Infinite Campus

SGO’s

GCN

Surveys


Software Reports

Logs

Progress Reports

Report Cards


Math Migrant CPI Training


PARCC Training


PLC’s

PMI

PSI

Performance Matters

Infinite Campus

SGO’s

GCN

Yes Certifications

Evaluations

Summatives

Surveys


Software Reports

Logs

PARCC results



Progress Reports

Report Cards


ELA ELLs CPI Training


PARCC Training


PLC’s

PMI

Yes Certifications

Evaluations

Summatives

Surveys


Software Reports

PARCC results



Progress Reports

Report Cards



36

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



PSI

Performance Matters

Infinite Campus

SGO’s

GCN

Logs

PARCC results



Progress Reports

Report Cards


Math ELLs CPI Training


PARCC Training


PLC’s

PMI

PSI

Performance Matters

Infinite Campus

SGO’s

GCN

Yes Certifications

Evaluations

Summatives

Surveys


Software Reports

Logs

PARCC results



Progress Reports

Report Cards



CPI Training


PARCC Training


PLC’s

PMI

PSI

Yes Certifications

Evaluations

Summatives

Surveys


Software Reports

Logs

PARCC results



Progress Reports

Report Cards



37

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



Performance Matters

Infinite Campus

SGO’s

GCN


CPI Training


PARCC Training


PLC’s

PMI

PSI

Performance Matters

Infinite Campus

SGO’s

GCN

Yes Certifications

Evaluations

Summatives

Surveys


Software Reports

Logs

PARCC results



Progress Reports

Report Cards



38

Family and Community Engagement Implemented in 2014-2015

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness




PARCC Informational Sessions

Parent Conferences/Nights

Parent Workshops

Translators

PTO

Infinite Campus

Yes Sign In Sheets

Increased attendance for PARCC Informational Sessions and Infinite Campus.




Parent Workshops

Translators

PTO

Infinite Campus

Yes Sign In Sheets


ELA Homeless PARCC Informational Sessions


Parent Workshops

Translators

PTO

Infinite Campus

Yes Sign In Sheets



39

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



Math Homeless PARCC Informational Sessions


Parent Workshops

Translators

PTO

Infinite Campus

Yes Sign In Sheets


ELA Migrant PARCC Informational Sessions


Parent Workshops

Translators

PTO

Infinite Campus

Yes Sign In Sheets


Math Migrant PARCC Informational Sessions


Parent Workshops

Translators

PTO

Infinite Campus

Yes Sign In Sheets


ELA ELLs PARCC Informational Sessions

Yes Sign In Sheets



40

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness




Parent Workshops

Translators

PTO

Infinite Campus

Math ELLs PARCC Informational Sessions


Parent Workshops

Translators

PTO

Infinite Campus

Yes Sign In Sheets





Parent Workshops

Translators

PTO

Infinite Campus

Yes Sign In Sheets





Yes Sign In Sheets



41

1 Content

2 Group

3

Intervention

4 Effective Yes-No

5 Documentation of

Effectiveness



Parent Workshops

Translators

PTO

Infinite Campus


42

Principal’s Certification The following certification must be completed by the principal of the school. Please Note: Signatures must be kept on file at the school. A scanned copy of the Evaluation form, with all appropriate signatures, must be included as part of the submission of the Schoolwide Plan.

✓ I certify that the school’s stakeholder/schoolwide committee conducted and completed the required Title I schoolwide evaluation as required for the completion of this Title I Schoolwide Plan. Per this evaluation, I concur with the information herein, including the identification of all programs and activities that were funded by Title I, Part A. Nestor Collazo Dr. Nestor Collazo 6/1/15

__________________________________________ ____________________________________________ ________________________ Principal’s Name (Print) Principal’s Signature Date

SCHOOLWIDE COMPONENT: COMPREHENSIVE NEEDS ASSESSMENT ESEA §1114 (b)(1)(A)

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ESEA §1114(b)(1)(A): “A comprehensive needs assessment of the entire school [including taking into account the needs of migratory children as defined in §1309(2)] that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in §1111(b)(1). ”

2015-2016 Comprehensive Needs Assessment Process Data Collection and Analysis

Multiple Measures Analyzed by the School in the Comprehensive Needs Assessment Process for 2015-2016

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

(Results and outcomes must be quantifiable)

Academic Achievement – Reading PARCC results, Quarterly Assessments, STAR results, and Comprehensive subject examinations

The 9th grade results reflect the transfer of overall reading gains from 8th to 9th grade was maintained. The 10th grade showed some growth as they were more focused on close reading techniques. The 11th grade went down slightly. The teachers were focused on PARCC assessment. Students needed to be introduced to the formatting of the new state wide assessment, including a shift to more emphasis on non-fiction pieces.

Academic Achievement - Writing PARCC results, Quarterly Assessments, STAR results, and Comprehensive subject examinations

PARCC results n/a at this time; tutoring results are shown under the “Learning Center” notes for ELA; results for benchmarks and comprehensive examinations show the following: The 9th grade results reflect the most growth, for the MP1 quarterly examination, in the 70-80 and 80-90 quartiles, with growth rates of 4% and 3% respectively, and the Midterm examination results reflect growth rates in the same quartiles, with 14% and 14% respectively. The 10th grade results reflect the most growth for the Midterm examination in the below 65 and 65-70 quartiles, with growth rates of 12% and 4% respectively. Data was not available for the Grade 10 MP 1 quarterly examination. The grade 11 results reflect the most growth, for the MP1 quarterly examination, in the 80-90 and 90-100 quartiles, with 11% and 19% respectively, and the Midterm examination results reflect growth rates in the 70-80 and 80-90 quartiles, with 9% and 2% respectively. Data was not available for the Grade 12 quarterly examination MP1. The grade 12 results reflect the most growth, for the Midterm examination, in the below 65, 65-70, 70-80 and 90-100 quartiles, with 3%, 4%, 4%, and


44



0.22% respectively. The rationale for these results is an attribution of more time on writing tasks, shifting from OEQs to PARCC-like constructed responses, as well as maintenance of student writing portfolios, with at least 8-10 writing selections as SGO data point. Students were encouraged to be more meta-cognitive in tracking their own writing successes

Academic Achievement - Mathematics

PARCC results, Quarterly Assessments, STAR results, and Comprehensive subject examinations

PARCC results n/a at this time; tutoring results are shown under the “Learning Center” notes for Mathematics. Results for benchmarks and comprehensive examinations show the following: The Quarterlies for Algebra 1 showed the most increase in the 70% - 80% category. The percent of students in that category increased from 11.175 to 11.87%. The percent of students scoring more than 90% showed an increase from 6.09% to 9.86%. Results in Geometry showed a decrease in the scores. 66.67% of the students are partially proficient in Geometry and is an area of concern. In Algebra 2 the most improvement was seen in the 70% - 80% has shown an increase from 9.38% to 9.69%. The major focus however is the Bilingual students who enroll in the school system. Currently 26.4% of the students are not prepared for Algebra 1 and 75% of the 9th graders are not prepared for Algebra 1 (Bilingual).

Family and Community Engagement

Infinite Campus

Parents Surveys

Sign In Sheets

These measures indicate the amount of parent participation; identify the needs of the parents, the parents’ concerns and impressions of what is taking place at the school level. In addition, they measure the success of the programs that are offered to the parents and allow them to make suggestions.

Professional Development Summatives, Evaluations, Professional Surveys, Sign In Sheets

These measures indicate what professional development the teachers feel they need and what areas in which they would like to focus. They give the staff member’s perception on the usefulness and effectiveness of the professional development given. The teacher observations/evaluations reflect if the initiatives / strategies presented in workshops are being effectively applied in the classroom, if more professional development is needed and in what areas.


45



Leadership Administrative Evaluation Report, Annual Conference, Principal’s Professional Growth Plan,

Year-end Administrators’ Report to the Superintendent

Administrative Goals

The Superintendent meets with the Principal for an annual conference to discuss goals and objectives for the school year, the Principal’s Professional Growth Plan and professional development needs. In addition, the Superintendent evaluates the Principals in the areas of Planning / Management / Assessment of Student Achievement, School Climate, Curriculum Implementation & Monitoring, Professionalism / Professional Growth, Supervision / Program Administration and Community Relations.

School Climate and Culture Program Evaluations, Professional Development Surveys, Parent Surveys

These surveys and evaluations allow teachers and parents to provide insight as to the implementation and effectiveness of school initiatives/programs. In addition, teachers and parents provide suggestions as to how these initiatives/programs can be improved or modified.

School-Based Youth Services N/A

Students with Disabilities PARCC results, Quarterly Assessments, STAR results, and Comprehensive subject examinations, IEP

These assessments help identify each student’s level of reading, writing, and mathematics skills in specific cluster/skills that the students need to improve. Analysis of the data generated from the assessments helps to drive and differentiate instruction and focus instructional strategies.

These measures indicate if the student is making progress and the specific skills the students are lacking. They serve as documentation on the students’ performance and indicate if the student needs further services or placement

Students with Disabilities: Participating in the Alternate Proficiency Assessment during the 2013-2014 School Year: Students tested in the subject area of language arts at the eleventh grade level were found to be partially proficient (100%). In mathematics, (62%) sixty-two percent of students participating in the APA process were found to be proficient and (38%) thirty-eight percent were found to be partially proficient.


46



Homeless Students PARCC results, Quarterly Assessments, STAR results, and Comprehensive subject examinations



Migrant Students PARCC results, Quarterly Assessments, STAR results, and Comprehensive subject examinations, ACCESS scores



English Language Learners PARCC results, Quarterly Assessments, STAR results, and Comprehensive subject examinations, ACCESS scores



Economically Disadvantaged PARCC results, Quarterly Assessments, STAR results, and Comprehensive subject examinations



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48

2015-2016 Comprehensive Needs Assessment Process*

Narrative

1. What process did the school use to conduct its Comprehensive Needs Assessment?

The administrative team had meetings to analyze the data for Language Arts and Mathematics at each grade level and the influencing

factors for low grades and partial proficiency. It soon became evident that parental involvement, fluency in literacy, proficiency in

Algebra 1, Algebra 2 and Geometry were the major areas of concern within the High School.

2. What process did the school use to collect and compile data for student subgroups?

Scores and disaggregated data from the AHSA, HSPA, Quarterlies, Marking Period Grades, Teacher Recommendations, PSAT scores as

well as outcomes of common quarterly assessments, midterm and final examinations were used to monitor student progress and

placement into appropriate classes. Modifications were made as necessary for at–risk subgroups.

3. How does the school ensure that the data used in the Comprehensive Needs Assessment process are valid (measures what it is

designed to measure) and reliable (yields consistent results)?

Data generated by the NJDOE, Performance Matters, or a prescribed SES is used in implementing classroom strategies, programs and

professional development. This data is used to identify at-risk subgroups that need program and schedule alterations.

4. What did the data analysis reveal regarding classroom instruction?

Analysis of Danielson data regarding teacher instruction revealed that 3b: Using Questioning and Discussion Techniques, 3c: Engaging

Students in Learning, and 3d: Using Assessment in Instruction were the lowest scored areas (2-partially proficient).


49

5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?

The data analysis revealed that faculty needs professional development in the areas of Danielson 3b, 3c and 3d if they are to

effectively use a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse,

and promote metacognition.

6. How does the school identify educationally at-risk students in a timely manner?

In addition to the standardized test scores, those students who display a lack of motivation; negative, aggressively angry or

antisocial behavior; and experience a sudden and unexplained drop in grades and academic performance are referred to the School-

based Youth Services, counselors and/or Child Study Teams or Guidance Department for further evaluation. Teachers also have

opportunities to identify at-risk students during their daily Professional Learning Communities (PLCs). Therefore, classes and programs

are developed and scheduled based on these individual student needs. In addition, common quarterlies help identify at-risk students

at the end of the first quarter.

Note: The High School’s PLCs provide a group of teachers, motivated by a shared learning vision, an opportunity to inquire on their

practice and together learn new and better approaches to enhance student learning. These activities include the following: 1. Lesson

design 2. Curriculum mapping 3. Formative assessment 4. Data analysis 5. Lesson study 6. Related projects

Classroom walk-through procedures also provide opportunities to identify at-risk students. Instructional rounds provide yet, another

opportunity to identify educationally at-risk students. Counselors’ review of academic records continues to be among the best ways to

identify any student that is educationally at-risk.

7. How does the school provide effective interventions to educationally at-risk students?

The in-class support and mainstreaming of students offer modifications of extra time and personalized help. In addition tutoring,

push-in and pull-out programs are available. Tutors at the student learning center, available to all students after school, provide


50

assistance in all core subject areas. Test Skills and Preparation classes have been implemented in small group settings to help the

students achieve mastery and adept them at test taking skills.

8. How does the school address the needs of migrant students?

Most students enrolled at the high school are relatively new entrants. They are in need of acquiring the skills to perform at the high

levels measured by the PARCC. They receive assistance in the Learning Center. In addition, the ESL/Bilingual Department provides

support by ensuring that highly qualified faculty and staff are hired to work with the students. The students who are struggling will be

provided extra help during the block period. The bilingual department will be working in collaboration with the Language Arts and the

Mathematics Department to ensure that students are receiving the highest quality of instruction.

1. Instruction leverages ELLs’ native language(s) and culture): Instruction develops discipline-specific language along with discipline-

specific knowledge and competencies. Instruction is standards-aligned and grade level appropriate.

2. Instruction addresses the needs of students with various levels of English proficiency and with a variety of prior school experiences.

3. Instruction provides the necessary support to ensure that ELLs comprehend disciplinary texts and tasks. This will enable students to

acquire the language and knowledge they need to become more independent learners.

4. Diagnostic and formative assessments are used to identify students’ knowledge and academic language competencies to guide

instructional practice.


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9. How does the school address the needs of homeless students?

The district is part of the tri-county region (Middlesex, Monmouth, & Ocean) established by Trenton to coordinate & facilitate the

guidelines of the McKinney-Vento Education of Homeless Children & Youth Program. The counselors & home school liaisons work with

the district’s contact to ensure that students’ instruction is interrupted as little as possible when a homeless situation presents itself.

10. How does the school engage its teachers in decisions regarding the use of academic assessments to provide information on and

improve the instructional program?

All staff members are engaged in discussion and advice concerning quarterly assessments through staff and departmental meetings, but

most especially through the daily PLCs afforded to teachers. The daily PLCs afford faculty the following opportunities:

1. Lesson design

2. Curriculum mapping

3. Formative assessment

4. Data analysis

5. Lesson study

6. Related projects


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11. How does the school help students transition from preschool to kindergarten, elementary to middle school, and/or middle to high

school?

Middle School to High School Transition is mediated through a 9th grade academy. Said academy provides opportunities for the following:

1. Parent Orientation: parents and children participate in order to understand the expectations and accountability for total program as well as student academic responsibilities.

2. Freshman Academy Parent Workshops: informing parents on how to become more involved in the life of their children and nurture and support a stable home life that assists in producing a successful student.

In addition to the aforementioned, the following student and faculty-focused strategies are also included in the transitional plan for rising 9th graders entering the high school.

● Mandatory nine-period day for all students to provide opportunities for bridge, elective and thematic coursework ● Learning Center that provides academic support in critical core content areas such as Mathematics, Science, Language Arts,

Social Studies and Research. This service is provided Mon-Fri (3:10- 7:10 pm). Research indicates that High School students who participate in high-quality, school-based after-school academic support programs come to school more and have a greater sense that they can do well academically in their coursework (Walker, Arbreton 2004).

● Increased thematic and elective coursework in the core areas ● Summer School opportunities in Credit Recovery (Core Subjects, ELL and SE Programs, Advanced Credits (Pre-Cal, Calculus,

Geometry, PSI Physics), Summer Bridge (Mathematics, Science , Language Arts), and STEM/Kean Program (Computer Sciences, Robotics & Engineering)

● Partnership with Raritan Bay Medical Center (RBMC) ● Online credit recovery (Educere) ● Aleks Mathematics support program

Faculty Focused Strategies

● Implementation and professional development for PLCs ● Instructional Rounds ● Increased number of faculty hired in all content areas, including Bilingual and Special needs. ● Increased number of faculty to teach PSI Physics and Chemistry by recruiting and establishing professional development

opportunities at the high school (i.e. certification program in Physics and Chemistry)


53

● Professional development for teachers in Mathematics (PMI) ● Curriculum development in PSI Physics laboratories ● Data Analysis Teams ● Accountability of counselors for follow-up with student services ● Recruitment and hiring of bilingual faculty in science, mathematics and language arts ● Recruitment and hiring of instruction leaders in critical areas such Mathematics and Language Arts ● Recruitment and hiring of instructional leader to expand the evening program

School Environment Focus

● Enforcement of the uniform & electronics policies ● Collaboration with local authorities to address gang-related issues ● Established partnership with the FBI’s Community Outreach Program ● Well established procedures for evacuation of the building, lockdowns, and fire drills ● Supportive environment for everyone in the high school

Researched-based source: Walker, K. E. and A. J. A. Arbreton 2004 After-School Pursuits: An Examination of Outcomes in the San Francisco Beacon Initiative. Philadelphia: Public/ Private Ventures.

12. How did the school select the priority problems and root causes for the 2015-2016 schoolwide plan?

Staff and department meetings generate a list of issues to be address. Such issues make up the meeting agenda for the SLT/NJQSAC

and subject level department meetings. The council disseminated other issues to the appropriate standing committee (i.e., School

Culture, Technology, etc.).



54

2015-2016 Comprehensive Needs Assessment Process Description of Priority Problems and Interventions to Address Them

Based upon the school’s needs assessment, select at least three (3) priority problems that will be addressed in this plan. Complete the information below for each priority problem.

#1 #2

Name of priority problem Closing the Achievement Gap Language and Literacy (LAL) for all student subgroups

Describe the priority problem using at least two data sources

Students are entering the 9th grade unprepared for the rigors of high school NJASK 7, 8, quarterly, midterm and final content area assessments.

Below grade level reading and writing skills. On average 3-6 years below grade level.

Describe the root causes of the problem

District research demonstrates that students begin to lose academic ground from year-to-year beginning with the 1st grade and when they reach High School are typically three grades below grade level in the two critical areas: Mathematics and Language Arts.

District research demonstrates that students begin to lose academic ground from year-to-year beginning with the 1st grade and when they reach High School are typically three grades below grade level in the critical area of Language Arts . Student demonstrate low proficiency in vocabulary development, reading comprehension, comprehensive writing, etc.

Subgroups or populations addressed

All population including general, bilingual/ESL and Special Education.


Related content area missed (i.e., ELA, Mathematics)

ELA and Mathematics ELA

Name of scientifically research based intervention to address priority problems

Afterschool Academic Programs to close gaps in Mathematics, Science, Language Arts, Social Studies, Financial Literacy. Students also participate in a Learning Center tutoring program. IXL Program for SE student during the school day. Mandatory for seniors and any students participating in sports.

Language and Literacy (LAL) for all student subgroups Social Studies, Mathematics, Science


55

Faculty Focused Approaches Ø Implementation and professional development for Professional Learning Communities (PLCs) Ø Instructional Rounds to share effective practices (IRs) Ø Increased number of faculty hired in all content areas, including Bilingual and Special needs Ø Data analysis teams to guide changes in curriculum and instruction Ø Accountability of counselors for follow-up with student services Ø Recruitment and hiring of bilingual faculty in science, mathematics and language arts Ø Recruitment and hiring of instructional leaders in critical areas such Mathematics and Language Arts Ø Recruitment and hiring of instructional leader to expand the evening program Ø Professional Development on Student Growth Objectives (SGOs) Ø Decision-making authority for teachers to implement changes directed toward increasing student achievement. Learning supports to help students meet expectations. School Environment Focus Ø Enforcement of the uniform & electronics policies Ø Collaboration with local authorities to address gang-related issues Ø Well established procedures for evacuation of the building, lockdowns, and fire drills Ø Supportive environment for everyone in the high school

Afterschool Academic Programs to close Language Arts. Ø Educere Credit Recovery Program Ø Daily blocked period (84 min) for students in 9th grade academy IXL Program Ø High School Alternative Program for retained 9th grade students Ø Summer School opportunities in Credit Recovery (Core Subjects, ELL and SE Programs, Advanced Credits) Students also participate in a Learning Center tutoring program. Mandatory for seniors and any students participating in sports. Cognitive theory and environmental factors (Ausubel, 1978); Student portfolios (Arter & Spandel, 1992); Student-centered instruction (Bloom & White, 1993); ESL education research; Research on small class size on academic achievement

How does the intervention align with the Common Core State Standards?

All curriculums are aligned to the CCSS. Curriculum planning guides in language arts literacy and math are organized into units and are aligned to the

All curriculums are aligned to the CCSS. Curriculum planning guides in language arts literacy are organized into units and are aligned to the CCSS.


56

CCSS. Quarterly assessments are also in place for literacy and math and are used to plan for instruction. The district’s focus is on the development of academic English, including content area vocabulary, reading comprehension and writing across content areas. ESL instruction is guided by the district’s curriculum guides and the NJ Department of Education English Language Proficiency Standards, which correlate CCSS in Language Arts Literacy with the TESOL standards.

Quarterly assessments are also in place for literacy and are used to plan for instruction. The district’s focus is on the development of academic English, including content area vocabulary, reading comprehension and writing across content areas. ESL instruction is guided by the district’s curriculum guides and the NJ Department of Education English Language Proficiency Standards, which correlate CCSS in Language Arts Literacy with the TESOL standards.


57

2015-2016 Comprehensive Needs Assessment Process Description of Priority Problems and Interventions to Address Them (continued)

#3 #4

Name of priority problem Mathematics Parental Involvement

Describe the priority problem using at least two data sources

Students are entering the 9th grade unprepared for the rigors of high school NJASK 7, 8, quarterly, midterm and final content area assessments.

Poor parental attendance to PTO meetings and other school activities.

Describe the root causes of the problem

Lack of student preparedness upon arrival to high school. Data Source: Nearly 70% of 9th graders were only partially proficient on NJ ASK 7 & 8 in Mathematics. Lack of student preparedness upon arrival to high school. Data Source: NJASK 7 & 8. Nearly 70% of 9th graders were only partially proficient on NJ ASK 7 & 8 in Mathematics.

Parental engagement has been a challenge as students enter high school.

Subgroups or populations addressed



Related content area missed (i.e., ELA, Mathematics)

Mathematics N/A

Name of scientifically research based intervention to address priority problems

Student Focused approaches Ø Aleks Tutorial Program Ø Learning Center Ø Educere Credit Recovery Program IXL Program Ø Daily blocked period (84 min) for students in 9th grade academy Ø High School Alternative Program for retained 9th grade students Ø Summer School opportunities in Credit Recovery

Parent Liaison with a plan for increasing parental involvement. Said plan includes strategies and activities to ensure that parents are part of school functions and the academic life of their children. The high school has provided important information for parents such as State requirements for graduation, health and safety, drug education, and special services and Bilingual/ESL education. Accommodations are always made to address parents' work schedules and language and


58

(Core Subjects, ELL and SE Programs, Advanced Credits (Pre-Cal, Calculus, Geometry, PSI Physics), Summer Bridge (Mathematics, Science, Language Arts), and STEM/Kean Program (Computer Sciences, Robotics & Engineering

cultural differences.

How does the intervention align with the Common Core State Standards?

All curriculums are aligned to the CCSS. Curriculum planning guides in mathematics are organized into units and are aligned to the CCSS. Quarterly assessments are also in place for math and are used to plan for instruction.

Involving parents and families in school activities is essential to bridging the gap between the home and school. Parents are able to reinforce what is being taught at school in the home. Research shows that increasing parental involvement leads to improved student learning and achievement. Ongoing communication between the teacher and parents are also centered around student performance in alignment with the Common Core Standards. Tips and strategies provided for our parents in helping their child/children at home are offered at many of our family events to help students achieve mastery with the Common Core Standards.

SCHOOLWIDE COMPONENT: Reform Strategies ESEA §(b)(1)(B)(i-iii)

59

ESEA §1114(b) Components of a Schoolwide Program: A schoolwide program shall include . . . schoolwide reform strategies that . . . “ Plan Components for 2013

2015-2016 Interventions to Address Student Achievement

ESEA §1114(b)(I)(B) strengthen the core academic program in the school;

Content Area Focus

Target Population(s)

Name of Intervention Person

Responsible

Indicators of Success (Measurable Evaluation

Outcomes)

Research Supporting Intervention (i.e., IES Practice Guide or What Works

Clearinghouse)


PLATO*

PSAT Preparation

SAT Preparation

Project Adelante

District Administrators, School Administrators, Supervisors, and Certified Staff

In June 2016, grades 9-12 will meet the State’s targeted score in Language Arts Literacy, as defined by the NJDOE.

Knowledge Space Theory – the result of ground-breaking research in mathematical cognitive science initiated by Professor Jean-Claude Falmagne at New York University (NYU) and the University of California, Irvine (UCI)


IXL Program

ALEKS

EAI Software*


In June 2016, grades 9-12 will meet the State’s targeted score in Mathematics, as defined by the NJDOE.


ELA Homeless

PLATO*

PSAT Preparation

SAT Preparation

Project Adelante




http://www.aleks.com/about_aleks/knowledge_space_theory




60


Content Area Focus



Responsible


Outcomes)


Clearinghouse)

Math Homeless

IXL Program

ALEKS

EAI Software*




ELA Migrant

PLATO*

PSAT Preparation

SAT Preparation

Project Adelante




Math Migrant

IXL Program

ALEKS

EAI Software*




ELA ELLs PLATO*

PSAT Preparation

District Administrators,

In June 2016, grades 9-12 will meet the State’s targeted score

Knowledge Space Theory – the result of ground-breaking






61


Content Area Focus



Responsible


Outcomes)


Clearinghouse)

SAT Preparation

School Administrators, Supervisors, and Certified Staff

in Language Arts Literacy, as defined by the NJDOE.

research in mathematical cognitive science initiated by Professor Jean-Claude Falmagne at New York University (NYU) and the University of California, Irvine (UCI)

Math ELLs

IXL Program

ALEKS

EAI Software*





PLATO*

PSAT Preparation

SAT Preparation

Project Adelante




Math Economically Disadvantaged IXL Program

ALEKS

EAI Software*

District Administrators, School Administrators, Supervisors,


Knowledge Space Theory – the result of ground-breaking research in mathematical cognitive science initiated by Professor Jean-Claude Falmagne





62


Content Area Focus



Responsible


Outcomes)


Clearinghouse)

and Certified Staff

at New York University (NYU) and the University of California, Irvine (UCI)

*Use an asterisk to denote new programs.


63

2015-2016 Extended Learning Time and Extended Day/Year Interventions to Address Student Achievement

ESEA §1114(b)(I)(B) increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum;

Content Area Focus


Name of Intervention

Person Responsible


Outcomes)

Research Supporting Intervention (i.e., IES Practice Guide or What Works Clearinghouse)


PLATO* PSAT Preparation SAT Preparation Project Adelante


In June 2016, grades 9-12 will meet the State’s targeted score in Language Arts, as defined by the NJDOE.

Pre and post scores

Attendance

Formative Assessments

http://www.nea.org/assets/docs/ HE/mf_PB04_ExtendedLearning.pdf http://www.wallacefoundation.org/knowledge-center/after-school/Pages/default.aspx


IXL ALEKS SAT Preparation PSAT Preparation Kean STEM NJIT Summer Program



Pre and post scores

Attendance


http://www.nea.org/assets/docs/ HE/mf_PB04_ExtendedLearning.pdf http://www.wallacefoundation.org/knowledge-center/after-school/Pages/default.aspx)

ELA Homeless PLATO* PSAT Preparation SAT Preparation Project Adelante

District Administrators, School Administrators, Supervisors, and Certified


http://www.nea.org/assets/docs/ HE/mf_PB04_ExtendedLearning.pdf http://www.wallacefoundation.org/knowledge-center/after-school/Pages/default.aspx

http://www.nea.org/assets/docs/




64


Content Area Focus



Person Responsible


Outcomes)


Staff Pre and post scores

Attendance


Math Homeless




Pre and post scores

Attendance


http://www.nea.org/assets/docs/ HE/mf_PB04_ExtendedLearning.pdf

http://www.wallacefoundation.org/knowledge-center/after-school/Pages/default.aspx

ELA Migrant




Pre and post scores

Attendance




Math Migrant IXL ALEKS SAT Preparation PSAT Preparation

District Administrators, School Administrators,

In June 2016, grades 9-12 will meet the State’s targeted score in Mathematics, as defined


http://www.wallacefoundation.org/knowledge-





65


Content Area Focus



Person Responsible


Outcomes)


Kean STEM NJIT Summer Program

Supervisors, and Certified Staff

by the NJDOE.

Pre and post scores

Attendance


center/after-school/Pages/default.aspx

ELA ELLs




Pre and post scores

Attendance




Math ELLs




Pre and post scores

Attendance







66


Content Area Focus



Person Responsible


Outcomes)






Pre and post scores

Attendance




Math Economically Disadvantaged IXL

ALEKS SAT Preparation PSAT Preparation Kean STEM NJIT Summer Program



Pre and post scores

Attendance








67

2015-2016 Professional Development to Address Student Achievement and Priority Problems

ESEA §1114 (b)(1)(D) In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State's student academic achievement standards.

Content Area Focus


Name of Strategy Person

Responsible


Outcomes)

Research Supporting Strategy (i.e., IES Practice Guide or What Works Clearinghouse)

ELA Students with Disabilities Co-Teaching

strategies/Use of IXL Program/Design of SGOs, Instructional Rounds, GCN Training


Professional Development Surveys

Attendance


What works clearing house

http://ies.ed.gov/ncee/edlabs/

regions/southwest/pdf/rel_2007033

.pdf

Book : Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom Gloria Lodato Wilson & Joan Blednick

Math Students with Disabilities Co-Teaching

strategies/Use of IXL Program/Design of SGOs, Instructional Rounds, GCN Training



Attendance





.pdf


ELA Homeless Co-Teaching strategies/Use of IXL Program/Design of SGOs, Instructional Rounds, GCN Training



Attendance





.pdf

Book : Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom

http://ies.ed.gov/ncee/edlabs/%20regions/southwest/pdf/rel_2007033.pdf










68


Content Area Focus



Responsible


Outcomes)


Gloria Lodato Wilson & Joan Blednick

Math Homeless

Co-Teaching strategies/Use of IXL Program/Design of SGOs, Instructional Rounds, GCN Training



Attendance





.pdf


ELA Migrant




Attendance





.pdf


Math Migrant Co-Teaching strategies/Use of IXL Program/Design of SGOs, Instructional Rounds, GCN

District Administrators, School Administrators, Supervisors, and Certified


Attendance





.pdf











69


Content Area Focus



Responsible


Outcomes)


Training Staff Book : Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom Gloria Lodato Wilson & Joan Blednick

ELA ELLs




Attendance





.pdf


Math ELLs




Attendance





.pdf



Co-Teaching strategies/Use of IXL Program/Design

District Administrators, School














70


Content Area Focus



Responsible


Outcomes)


of SGOs, Instructional Rounds, GCN Training

Administrators, Supervisors, and Certified Staff

Attendance


.pdf






Attendance


Knowledge Space Theory – the result of




.pdf









71

24 CFR § 200.26(c): Core Elements of a Schoolwide Program (Evaluation). A school operating a schoolwide program must—(1) Annually evaluate the implementation of, and results achieved by, the schoolwide program, using data from the State's annual assessments and other indicators of academic achievement; (2) Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, particularly for those students who had been furthest from achieving the standards; and (3) Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.

Evaluation of Schoolwide Program* (For schools approved to operate a schoolwide program beginning in the 2015-2016 school year)

All Title I schoolwide programs must conduct an annual evaluation to determine if the strategies in the schoolwide plan are achieving the planned outcomes and contributing to student achievement. Schools must evaluate the implementation of their schoolwide program and the outcomes of their schoolwide program.

1. Who will be responsible for evaluating the schoolwide program for 2015-2016? Will the review be conducted internally (by school

staff), or externally? How frequently will evaluation take place?

The school administration team consisting of the Principal, Vice-Principal and Instructional Leaders will be responsible for

evaluating the implementation of the school-wide program. In addition, the Superintendent and district-wide content-area and

program supervisors will also help evaluate the implementation of the school-wide program.

2. What barriers or challenges does the school anticipate during the implementation process?

The high school population of faculty, staff, and students is distributed throughout four (4) buildings that are not proximal to each

other. This presents some challenges as it relates to program management and alignment. Furthermore, some of the barriers and

challenges that the school anticipates during the implementation of the school-wide plan are the newness of some initiatives and

the lack of knowledge about how to implement them. Fortunately adequate professional development time and opportunities

have been built into the school calendar to address these areas.

3. How will the school obtain the necessary buy-in from all stakeholders to implement the program(s)?

The school will obtain the necessary buy-in from the staff by providing rationales and criteria about the initiatives in a way that

makes sense to them. They will be provided adequate professional development and time to learn and to implement the new and


72

relatively new initiatives. Staff will have access to assessment data to find out the results of the implementation of the initiatives.

It is expected that the efforts spent to the initiatives will result in student improved performance. These expected positive findings

are the ultimate evidence to obtain buy-in from stakeholders.

4. What measurement tool(s) will the school use to gauge the perceptions of the staff?

The school will use surveys and evaluation forms at the conclusion of staff development sessions to gauge the perceptions of the

staff.

5. What measurement tool(s) will the school use to gauge the perceptions of the community?

The following tools will be used: surveys, discussions, evaluations following professional development.

6. How will the school structure interventions?

Interventions will be structured based on students’ needs, interest, data assessment and other resources available. Some of the

students will receive intervention/enrichment during the summer programs. Most of the students will receive interventions during

the school day, afterschool or on Saturday in small group settings in their regular classrooms or in the Learning Center.

7. How frequently will students receive instructional interventions?

Students will receive daily interventions in the classroom for Mathematics (ALEKS, IXL, EAI software, Star Math) and Language Arts

(PLATO and Star Reading) as well as academic support services in the Learning Center after school. For the Kean STEM Summer

Program students will attend classes at both PAHS as well as the college campus for four weeks. The NJIT Summer Programs will be

held at the NJIT campus for four weeks during the summer.


73

8. What resources/technologies will the school use to support the schoolwide program?

The school will use all the resources available to the school, both in man-power terms and in technological terms to support the

school-wide program. Multiple technologies were utilized to support the program. Teachers will use Smartboards, document

cameras, iPads, laptops, projectors, classroom sound amplifying systems, translating devices, the Internet, a school-home

messaging device and educational software. Students will use these technologies on a daily basis in an interactive manner to

enhance and facilitate learning. Infinite Campus and the Parent Portal will provide parents with immediate access to student

information (grades, homework, attendance, etc.).

9. What quantitative data will the school use to measure the effectiveness of each intervention provided?

The school will use multiple quantitative data sources to measure the effectiveness of each intervention provided. Some of them

include: High School performance data as reflected by common quarterly, midterm and final assessments. Other empirical

evidence such as PSAT, SAT will be used to establish the effectiveness of each intervention provided

10. How will the school disseminate the results of the schoolwide program evaluation to its stakeholder groups? .

The way the school will disseminate the results of the school-wide program evaluation to all stakeholders is through the use of the

school newspaper, Channel 34, school website, parent conferences, parent meetings, email and any other correspondence. All

means of communication will be available in both English and Spanish.


SCHOOLWIDE COMPONENT: FAMILY AND COMMUNITY ENGAGEMENT ESEA §1114 (b)(1)(F)

74

ESEA §1114 (b)(1)(F) Strategies to increase parental involvement in accordance with §1118, such as family literacy services

Research continues to show that successful schools have significant and sustained levels of family and community engagement. As a result, schoolwide plans must contain strategies to involve families and the community, especially in helping children do well in school. In addition, families and the community must be involved in the planning, implementation, and evaluation of the schoolwide program.

2015-2016 Family and Community Engagement Strategies to Address Student Achievement and Priority Problems

Content Area Focus



Responsible


Outcomes)

Research Supporting Strategy (i.e., IES Practice Guide or What Works

Clearinghouse)


PAPAC Monthly Parent Group

Monthly PTO

Parent Fitness*

Parent Compact

Parent Literacy Convention

Family Math

Science Night

School administration, Teachers, Parents, Students

Parent Surveys, Questionnaires, Evaluation Sheets, and Sign In Sheets , Percentage of Parent Compact Signed & Returned

In his book What Works in

Schools: Translating

Research into Action,

Robert Marzano shows

that 35 years of research

reveal that parent

and community involvement

has an even greater

impact on student

achievement than orderly

schools or teacher

professionalism




Monthly PTO

Parent Fitness*

Parent Compact


Family Math








reveal that parent


has an even greater

impact on student


http://www.ascd.org/portal/site/ascd/template.book?ascdnavitem=Browse%20by%20Title&bookMgmtId=a875a2948ecaff00VgnVCM1000003d01a8c0RCRD







75

Content Area Focus



Responsible


Outcomes)


Clearinghouse)

Science Night schools or teacher

professionalism

ELA Homeless


Monthly PTO

Parent Fitness*

Parent Compact


Family Math

Science Night








reveal that parent


has an even greater

impact on student


schools or teacher

professionalism

Math Homeless


Monthly PTO

Parent Fitness*

Parent Compact


Family Math

Science Night








reveal that parent


has an even greater

impact on student


schools or teacher

professionalism








76

Content Area Focus



Responsible


Outcomes)


Clearinghouse)

ELA Migrant

Parent Institute


Monthly PTO

Parent Fitness*

Parent Compact


Family Math

Science Night








reveal that parent


has an even greater

impact on student


schools or teacher

professionalism

Math Migrant

Parent Institute


Monthly PTO

Parent Fitness*

Parent Compact


Family Math

Science Night








reveal that parent


has an even greater

impact on student


schools or teacher

professionalism








77

Content Area Focus



Responsible


Outcomes)


Clearinghouse)

ELA ELLs

Parent Institute


Monthly PTO

Parent Fitness*

Parent Compact


Family Math

Science Night








reveal that parent


has an even greater

impact on student


schools or teacher

professionalism

Math ELLs

Parent Institute


Monthly PTO

Parent Fitness*

Parent Compact


Family Math

Science Night








reveal that parent


has an even greater

impact on student


schools or teacher

professionalism



School administration,

Parent Surveys, Questionnaires, Evaluation












78

Content Area Focus



Responsible


Outcomes)


Clearinghouse)

Monthly PTO

Parent Fitness*

Parent Compact


Family Math

Science Night

Teachers, Parents, Students

Sheets, and Sign In Sheets , Percentage of Parent Compact Signed & Returned




reveal that parent


has an even greater

impact on student


schools or teacher

professionalism



Monthly PTO

Parent Fitness*

Parent Compact


Family Math

Science Night








reveal that parent


has an even greater

impact on student


schools or teacher

professionalism







79

2015-2016 Family and Community Engagement Narrative

1. How will the school’s family and community engagement program help to address the priority problems identified in the

comprehensive needs assessment?

Consistent communication with parents about student’s academic performance will lead to increased use of the Learning Center,

which has proved to have helped students struggling in the area of Mathematics and Language Arts. Communication between the

home and school is of utmost importance. Communication with the home is maintained through the use of a school

correspondence, district and school websites, emails, Channel 34, and the School Messenger System/Parent Portal of Infinite

Campus. All outgoing communication is distributed and announced in both English and Spanish. Report cards, test scores and other

important information are distributed in both languages when possible. Parents are also kept abreast of the students’ academic

performances at parent/teacher conferences. It is important to provide parents with information on the child’s strengths and

weaknesses and to encourage their assistance in providing their children support at home. Also, the home school liaison will

collaborate with the PTO, Parents, Community and staff to provide workshops for the parents. The home school liaison encourages

the parents to become active members of the school community.

2. How will the school engage parents in the development of the written parent involvement policy?

The way in which the James J. Flynn School will engage parents in the development of the written parent involvement policy is

through our School Leadership Meetings, PTO Meetings, Parent Surveys and Questionnaires and through the involvement of our

Home School Liaison.

3. How will the school distribute its written parent involvement policy?

The written parent involvement policy will be distributed at Back to School Night, Parent/Teacher Conferences, notices sent home also be

displayed on the parent portal (Infinite Campus) and the school website.


80

4. How will the school engage parents in the development of the school-parent compact?

The PAHS will engage parents in the development of the school-parent compact through our PTO Meetings, Parent Surveys and

Questionnaires and through the involvement of our Home School Liaison.

5. How will the school ensure that parents receive and review the school-parent compact?

Parents receive the school-parent compact in the evening of our Back to School Night/ Conference Night. The compact is also

distributed in the Welcoming Packet. The parent compact is distributed and reviewed with the parents. Parents take home the

packet to review the agreement with their child where both the parent and the child sign the agreement. The school-parent

compact is also available on our school website for access. Parents, teachers, and students all receive a copy of the compact once it

has been signed by all the stakeholders. The home school liaison ascertains that all parents have received and signed the

agreement to the compact.

6. How will the school report its student achievement data to families and the community?

The Perth Amboy High School reports its student achievement data to the families and communities in a variety of methods:

Notices sent home

District and school website

School Messenger System

Infinite Campus- Parent Portal

NJDOE website

Local newspaper

Parent meetings

Letters/Score reports sent home


81

Dialogues and discussions at Back to School Night and Parent Teacher Conferences

PTO meetings

Board of Education meetings

All assessment data is available through the district and school offices, as well as the district communication’s office and website.

7. How will the school notify families and the community if the district has not met its annual measurable achievement objectives

(AMAO) for Title III?

When the New Jersey Department of Education sends an official notification of the district’s status in meeting the Annual Measurable Achievement Objectives (AMAOs) for Title III, we comply with the requirement to inform parents by writing a letter, signed by the Superintendent of Schools, to all parents of student enrolled in the Bilingual/ESL Program.

8. How will the school inform families and the community of the school’s disaggregated assessment results?

The Perth Amboy High School will inform the families and community of the school’s disaggregated assessment results through a variety of

methods including:

District “Out Call” system

Infinite Campus-Student Information System

Notices sent home

District and school website

School Messenger System

NJDOE website

Local newspaper

School quarterly newsletter with topics such as how to help with homework.

Parent meetings

Letters/Score reports sent home

Parent Conferences


82

Report Cards

Calendars

New Jersey State Report Card

9. How will the school involve families and the community in the development of the Title I Schoolwide Plan?

The Plan is also shared at a PTO meeting with parents upon its completion. The Home School Liaison also facilitates the involvement of families and parents in the development of the plan.

10. How will the school inform families about the academic achievement of their child/children?

Parents are informed of their child’s academic achievement through the following methods:

Standardized Scores reports provided by the scoring company are sent home.

Parent / Teacher Conferences

Frequent Communication between teacher and parent

Progress Reports and Report Cards

Infinite Campus- Parent Portal

11. On what specific strategies will the school use its 2015-2016 parent involvement funds?\

Parent Resources/Materials

Conference Nights

Technology nights for parents

Family Activity Nights

Family Math Nights

Family Literacy Nights

Family Fitness Night

Several parent workshop/information nights (Day and Evening)


SCHOOLWIDE: HIGHLY QUALIFIED STAFF ESEA §(b)(1)(E)

83

ESEA §1114(b)(1)(E) Strategies to attract high-quality highly qualified teachers to high-need schools.

High poverty, low-performing schools are often staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals in a schoolwide program meet the qualifications required by §1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.

Strategies to Attract and Retain Highly-Qualified Staff

Number & Percent

Description of Strategy to Retain HQ Staff

Teachers who meet the qualifications for HQT, consistent with Title II-A

247 As the job market becomes more competitive for specialized teachers, lengthy discussions are being conducted as part of contract negotiations on strategies to improve retention. We have grated full tuition for content area Master’s Degrees and included salary incentives for content specific courses and degrees.

100%

Teachers who do not meet the qualifications for HQT, consistent with Title II-A

0

0

Instructional Paraprofessionals who meet the qualifications required by ESEA (education, passing score on ParaPro test)

16 As the job market becomes more competitive, lengthy discussions are being conducted as part of contract negotiations on strategies to improve retention. We offer undergraduate tuition reimbursement and included salary incentives for ParaPro test, credits and degrees held.

94%

Paraprofessionals providing instructional assistance who do not meet the qualifications required by ESEA (education, passing score on ParaPro test)*

1

6%

* The district must assign these instructional paraprofessionals to non-instructional duties for 100% of their schedule, reassign them to a school in the district that does not operate a Title I schoolwide program, or terminate their employment with the district.

SCHOOLWIDE: HIGHLY QUALIFIED STAFF ESEA §(b)(1)(E)

84

Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. The schoolwide plan, therefore, must describe the strategies the school will utilize to attract and retain highly-qualified teachers.

Description of strategies to attract highly-qualified teachers to high-need schools Individuals Responsible

The Perth Amboy District currently employs a full time Human Relations Director for the purpose of recruiting and retaining high-quality teachers. Some of the strategies used to attract highly qualified staff are: A formal recruiting program that includes on-campus college recruiting, college partnerships (i.e. Transition to Teaching, Pathways to Teaching), Internet recruiting (i.e. www.NJHIRE.com, which is run by the NJDOE, www.NJSCHOOLSJOBS.com, the district website www.paps.net and the use of local cable access PATV Station #34), and more traditional media such as brochures, and newspapers.

Superintendent, Central Office Administrators, & Manager of Human Resources

new jersey department of educationaleks 1 and 3 support intervention/ technology integration 100-600...

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